Distance Learning During Covid-19

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Azar, A. J., Khamis, A. H., Naidoo, N., Lindsbro, M., Boukhaled, J. H., Gonuguntla, S., Davis, D., & Banerjee, Y. (2021). Design, implementation and evaluation of a distance learning framework to expedite medical education during COVID-19 pandemic: A proof-of-concept study. Journal of Medical Education and Curricular Development. Web.

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The article proposes the design, execution, and assessment of a distance learning framework, which is an effective educational strategy that medical schools may use to deal with students’ learning patterns during unusual times like the COVID-19 pandemic. The study falls under the CRAAP criteria due to the following aspects. First, it was published in 2021, which means that its findings are no older than five years as recommended by scholarly standards. Second, the source seems to address the research topic directly, given that it provides trajectories for appropriate distance learning under the conditions of COVID-19. Third, all the authors have higher degrees rather in the field of education or sociology, which justifies the study’s authority. Fourth, all the assumptions and ideas in the article are evidence-based, which means that they are supported by relevant citations and references. Fifth, the authors present various perspectives of the issue of distance learning and defend their position, referring to a solid theoretical background.

Given the fact that the research question is related to the problem of distance learning during the pandemic, it might be assumed that the suggested pattern from the medical dimension can be used to develop the universal one. The authors give comprehensive pieces of evidence in favor of their framework, already taking several cross-sectional ideas. Hence, the study will be a significant contribution to the theoretical background of future research.

Chang-Bacon, C. K. (2021). Generation interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the wake of a pandemic. Educational Researcher, 50(3), 187–196.

For aiding students who have had their schooling interrupted, the author elaborates on the area of Students with Interrupted Formal Education (SIFE). The study falls under the CRAAP criteria due to the following aspects. First, it was published in 2021, which means that its findings are no older than five years as recommended by scholarly standards. Second, the source seems to address the research topic directly, given that there are convincing arguments that the considerable accommodations provided to students during the epidemic should be kept for future SIFE students. Third, the author has a higher degree in the field of education, which justifies the study’s authority. Fourth, all the assumptions and ideas in the article are evidence-based, which means that they are supported by relevant citations and references. Fifth, the author presents various perspectives of the issue of SIFE and distance learning and defends his position, referring to a solid theoretical background.

The author provides multiple views within the scope of SIFE, as well as gives a couple of notable suggestions on how their experience in terms of distance learning can be improved. In particular, it is shown how standard views of interrupted schooling and the pupils who experience it must be questioned. This study indicates ways to rethink interrupted schooling, as well as formal education in general, in order to achieve more fair and socially just outcomes. Such ideas contribute to the understanding of appropriate distance learning to a great extent.

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Davis, C. R., Grooms, J., Ortega, A., Rubalcaba, J. A.-A., & Vargas, E. (2021). Distance learning and parental mental health during COVID-19. Educational Researcher, 50(1), 61–64.

Given the link between teacher burnout and student performance, the authors propose that assisting parents during this period is critical to improving kids’ educational achievements. The study falls under the CRAAP criteria due to the following aspects. First, it was published in 2021, which means that its findings are no older than five years as recommended by scholarly standards. Second, the source seems to address the research topic directly, as it explores the problem of distance learning during the pandemic from the parental perspective. Third, all the authors have higher degrees rather in the field of education or sociology, which justifies the study’s authority. Fourth, all the assumptions and ideas in the article are evidence-based, which means that they are supported by relevant citations and references. Fifth, the authors present several visions of the issue of distance learning and parental role in it, defending their position with references to a solid theoretical background.

The authors investigate the link between remote distance learning and proxy instructors’ mental health. Parents of children who struggled with distance learning had higher levels of emotional anguish, according to the findings. Hence, it might be assumed that the problem of distance learning from the parental perspective is relevant. The study’s ideas are to be taken into account while producing a flexible framework for distance learning during the pandemic.

Grissom, J. A., & Condon, L. (2021). Leading schools and districts in times of crisis. Educational Researcher, 50(5), 315–324.

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The study synthesizes academic materials from schools and other institutions in order to present a basis for interpreting crises and crisis management in education systems, as well as the core competencies suggested by the literature for efficient crisis management. The study falls under the CRAAP criteria due to the following aspects. First, it was published in 2021, which means that its findings are no older than five years as recommended by scholarly standards. Second, the source seems to address the research topic directly, given that demonstrated successful experiences of educational organizations in terms of dealing with the problem of distance learning during crises, including COVID-19. Third, both authors have higher degrees in the field of sociology, which justifies the study’s authority. Fourth, all the assumptions and ideas in the article are evidence-based, which means that they are supported by relevant citations and references. Fifth, the authors present different approaches towards resolving the issue of distance learning, defending their position with references to a solid theoretical background.

The authors use a specific framework to examine how leaders respond to the COVID-19 school closures. There is a notable finding that argues for more purposefully integrating crisis management preparation into all of pre-service and in-service education leader training and support. It would be rational to say that the mentioned framework considers a significant extent of successful practices related to the issue of distance learning. Hence, the study will help in developing a new versatile approach.

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565.

In the article, the authors created a series of COVID-19-related learning loss forecasts relying on absenteeism literature estimates and assessments of summertime learning trends of 5 million students. The study falls under the CRAAP criteria due to the following aspects. First, it was published in 2021, which means that its findings are no older than five years as recommended by scholarly standards. Second, the source seems to address the research topic directly, as it covers the problem of distance learning during COVID-19 using quantitative data. Third, all the authors have higher degrees rather in the field of education or sociology, which justifies the study’s authority. Fourth, all the assumptions and ideas in the article are evidence-based, which means that they are supported by relevant citations and references. Fifth, the authors present different approaches towards resolving the issue of distance learning, defending their position with references to a solid theoretical background, as well as to large amounts of quantitative data.

It should be stressed that the authors estimate that not all students lost ground during the school shutdown, with the top third of students perhaps making reading improvements. Such a state of affairs is to be taken into consideration while producing a framework for distance learning during the pandemic. Hence, the article can serve as a scholarly source that allows realizing a number of benefits that this pandemic has caused in terms of education.

Wotto, M. (2020). The future high education distance learning in Canada, the United States, and France: Insights from before COVID-19 secondary data analysis. Journal of Educational Technology Systems, 49(2), 262–281.

The study redefines the idea of distance learning and explores higher education distance learning (HEDL) supply in Canada, the US, and France using COVID-19 secondary data. The study falls under the CRAAP criteria due to the following aspects. First, it was published in 2021, which means that its findings are no older than five years as recommended by scholarly standards. Second, the source seems to address the research topic directly, given that it explores the issue of distance learning during COVID-19 from the international perspective. Third, the author has a higher degree in the field of education, which justifies the study’s authority. Fourth, all the assumptions and ideas in the article are evidence-based, which means that they are supported by relevant citations and references. Fifth, the author presents different approaches towards dealing with the issue of distance learning during COVID-19.

The author argues that there is a long way from tailoring education that demands learner-centered training in a knowledge-based society with changing skills and professional profiles. Such an idea will be used in developing an advanced framework of distance learning during the pandemic, as this assumption gives an important trajectory for the arrangement of the mentioned framework’s elements.

References

Azar, A. J., Khamis, A. H., Naidoo, N., Lindsbro, M., Boukhaled, J. H., Gonuguntla, S., Davis, D., & Banerjee, Y. (2021). Design, implementation and evaluation of a distance learning framework to expedite medical education during COVID-19 pandemic: A proof-of-concept study. Journal of Medical Education and Curricular Development. Web.

Chang-Bacon, C. K. (2021). Generation interrupted: Rethinking “Students with interrupted formal education” (SIFE) in the wake of a pandemic. Educational Researcher, 50(3), 187–196.

Davis, C. R., Grooms, J., Ortega, A., Rubalcaba, J. A.-A., & Vargas, E. (2021). Distance learning and parental mental health during COVID-19. Educational Researcher, 50(1), 61–64.

Grissom, J. A., & Condon, L. (2021). Leading schools and districts in times of crisis. Educational Researcher, 50(5), 315–324.

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential mpact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565.

Wotto, M. (2020). The future high education distance learning in Canada, the United States, and France: Insights from before COVID-19 secondary data analysis. Journal of Educational Technology Systems, 49(2), 262–281.

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ChalkyPapers. (2022, November 22). Distance Learning During Covid-19. Retrieved from https://chalkypapers.com/distance-learning-during-covid-19/

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"Distance Learning During Covid-19." ChalkyPapers, 22 Nov. 2022, chalkypapers.com/distance-learning-during-covid-19/.

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ChalkyPapers. (2022) 'Distance Learning During Covid-19'. 22 November.

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ChalkyPapers. 2022. "Distance Learning During Covid-19." November 22, 2022. https://chalkypapers.com/distance-learning-during-covid-19/.

1. ChalkyPapers. "Distance Learning During Covid-19." November 22, 2022. https://chalkypapers.com/distance-learning-during-covid-19/.


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ChalkyPapers. "Distance Learning During Covid-19." November 22, 2022. https://chalkypapers.com/distance-learning-during-covid-19/.